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Learning pathways

A possible focus area for curriculum review

The NZC states (p 41):

  • As students journey from early childhood through secondary school and, in many cases, on to tertiary education, they should find that each stage of the journey prepares them for and connects well with the next.
  • Schools can design their curriculum so that students find the transitions positive and have a clear sense of continuity and direction.

Review tools

Review questions you may consider for your school community

  • How do our learning programmes build on students’ prior experiences?
  • How do our learning programmes draw on the cultural capital of students?
  • How do our learning programmes help bridge current and new knowledge?
  • Do we create coherent pathways of learning within and across learning areas?
  • How do we provide for the diverse abilities and aspirations of our students?
  • How do we keep open a range of options for their future?
  • Are we ensuring that all our Māori students make well-informed choices of school subjects and about future education and career pathways?
  • Are we ensuring that all our Pasifika students make well-informed choices of school subjects and about future education and career pathways?
  • Are we ensuring that all our students with special education needs, make well-informed choices of school subjects and about future education and career pathways?
  • Are we ensuring that all our students, make well-informed choices of school subjects and about future education and career pathways?
  • Are we getting the right kinds of information from contributing schools, new students, and families?
  • In what ways do we share professional knowledge with contributing schools?

The following questions can be used to review learning areas using a coherence lens:

  • Do teachers, students, and parents/whānau have consistent understandings of learning progressions?
  • Is a common language of learning shared between teachers and with students, parents, families, whānau, and communities?
  • How are assessment practices and teacher judgments aligned and moderated?
  • What similarities and differences can be seen between classrooms? Between year levels?
  • How do we make links between knowledge and skills acquired in different learning areas?
  • How do we work with your feeder schools to create greater coherence within and across learning areas?
  • What actions can we take to build greater coherence?

Self review tools

Easing the transition from primary to secondary schooling: Helpful information for schools to consider
This report produced by the Ministry of Education provides research-informed ideas and suggestions for schools and teachers in their work with transitioning students.

 

Figure one from the report lists important factors for a smooth transition to secondary school. Primary schools can use the descriptors on this diagram to review how well they are preparing their year 8 students as they approach the move to secondary school. 

PDF icon. Figure 1 (PDF, 689 KB)

Figure two from the report lists important factors in helping year 9 students settle well at secondary school. Secondary schools can use this diagram to consider the experiences of their year 9 students on entry and identify ways to provide a more positive transition.  

PDF icon. Figure 2 (PDF, 865 KB)

NZC Update 9 – Effective learning pathways
This Update helps secondary schools review pathways in learning. Page five focuses on the senior secondary level with review questions to help schools evaluate how well they are preparing students for further education or work.

PDF icon. NZC Update 9 (PDF, 2 MB)

Published on: 28 May 2014


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